References
- Aguiar, O. G., Mortimer, E. F., & Scott, P. (2010). Learning from and responding to students' questions: The authoritative and dialogic tension. Journal of Research in Science Teaching, 47(2), 174–193. doi:10.1002/tea.20315
- Bayrhuber, H., & Frederking, V. (2024). Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications. Journal of Curriculum Studies, 56(3), 246–265. doi.org/10.1080/00220272.2024.2318736
- Black, Laura. (2007). Interactive whole class teaching and pupil learning: Theoretical and practical implications. Language and Education 21.4 (2007): 271–283. doi.org/10.2167/le679.0
- Cazden, C. B. 1988. Classroom Discourse: the Language of Teaching and Learning. Heinemann.
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59–109. doi.org/10.3102/00346543074001059
- Hammond, J., & Gibbons, P. 2005. Putting Scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education. Prospect. Vol. 20 (1). S. 6–30.
- Haug, B.S. (2014). Inquiry-Based Science: Turning Teachable Moments into Learnable Moments. Journal of Science Teacher Education, 25(1), 79–96. doi:10.1007/s10972-013-9375-7.
- Jarvis, J., & Robinson, M. (1997). Analysing educational discourse: An exploratory study of teacher response and support to pupils' learning. Applied Linguistics, 18(2), 212–228. doi:10.1093/applin/18.2.212.
- Lidar, M., Lundqvist, E., & Östman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology. Science education, 90(1), 148–163. doi:10.1002/sce.20092.
- Lilja, A., Franck, O., Osbeck, C., Sporre, K., Lifmark, D., & Lyngfelt, A. (2023). Teachers' perspectives on ethics education - expressed as opportunities and challenges. British Journal of Religious Education, 45(3), 240–250. doi.org/10.1080/01416200.2023.2201661.
- Lilja, A., Lifmark, D., Osbeck, C., Sporre, K., Franck, O., & Lyngfelt, A. (2025). Conditions for development of a multidimensional ethical competence through group discussions in fiction-based ethics education. Education 3–13, 53(3), 456–468. doi.org/10.1080/03004279.2023.2205428.
- Mortimer, E. F., & Wertsch, J. V. (2003). The Architecture and Dynamics of Intersubjectivity in Science Classrooms. Mind, Culture, and Activity, 10(3), 230–244.
- Myhill, D. (2006). Talk, talk, talk: teaching and learning in whole class discourse, Research Papers in Education, 21(1), 19–41, doi:10.1080/02671520500445425.
- Osbeck, C., Ingerman, Å. & Claesson, S. (2018). Didactic classroom studies – A potential research direction. Lund: Nordic Academic Press.
- Praetorius, A.-K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: the German framework of Three Basic Dimensions. ZDM, 50(3), 407–426. doi.org/10.1007/s11858-018-0918-4.
- Rahm, J. (2025). Att kommunicera historia. Språkliga resurser och kunskapserbjudanden i högstadiets historieundervisning. (Diss). Acta Universitatis Gothoburgensis.
- Rocksén, M. (2015). Reasoning in a Science Classroom. (Diss). Acta Universitatis Gothoburgensis.
- Sinclair, J. & Coulthard, M. 1975. Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford U.P.
- Sverige. Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2022 (Upplaga 1). Skolverket.
- Thornberg, R. (2022). Abduction as a Guiding Principle in Qualitative Research Design. In Sage handbook of qualitative research design (p. 243). SAGE Publications Ltd. doi:10.4135/9781529770278.n16.
- Vestergaard Louw, A. & Højmark Jensen, U. 2014. In Search of Learning Opportunities for All - Exploring Learning Environments in Upper Secondary Schools. Designs for Learning. Vol. 6 (1–2). S. 102–124.
- Östman, L., & Wickman, P. O. (2014). A Pragmatic Approach on Epistemology, Teaching, and Learning. Science Education, 98(3), 375–382. doi:10.1002/sce.21105